Indices, heuristics and strategies to help determine the number of factors/components to retain: 1. Acceleration factor (af with or without Parallel Analysis); 2. Optimal Coordinates (noc with or without Parallel Analysis); 3. Parallel analysis (components, factors and bootstrap); 4. lambda > mean(lambda) (Kaiser, CFA and related); 5. Cattell-Nelson-Gorsuch (CNG); 6. Zoski and Jurs multiple regression (b, t and p); 7. Zoski and Jurs standard error of the regression coeffcient (sescree); 8. Nelson R2; 9. Bartlett khi-2; 10. Anderson khi-2; 11. Lawley khi-2 and 12. Bentler-Yuan khi-2.

WiMLDS is a 501(c)(3) organization. Its mission is to support and promote women and gender minorities who are practicing, studying or are interested in the fields of machine learning and data science. They create opportunities for members to engage in technical and professional conversations in a positive, supportive environment by hosting talks by women and gender minority individuals working in data science or machine learning, as well as hosting technical workshops, networking events and hackathons. We are inclusive to anyone who supports our cause regardless of gender identity or technical background.

Presented by DataCamp, with guest speaker, Brandeis Marshall.

A collection of articles to help in the use of R Markdown.

Quick guide to syntax and functions in R Markdown.

The annual KDD conference is the premier interdisciplinary conference bringing together researchers and practitioners from data science, data mining, knowledge discovery, large-scale data analytics, and big data.

August 4 - 8, 2019
Anchorage, Alaska USA
Dena’ina Convention Center and William Egan Convention Center

The Earth observation for Sustainable Ecosystem and Livelihood group (http://www.ceoe.udel.edu/our-people/profiles/mondalp) at the University of Delaware is seeking a MS student interested in environmental remote sensing to join the MSDS program in Fall 2019. Funding is available through an NSF EPSCoR grant awarded to an interdisciplinary team of researchers examining water in the changing coastal environment in Delaware (http://projectwicced.org/). 

The MS position with a Research Assistantship (RA) provides a competitive stipend of $22,000, a tuition waiver, and subsidized health insurance. The student will work under the direct supervision of Dr. Pinki Mondal (mondalp@udel.edu), and will interact with EPSCoR WiCCED project members and collaborators at the Center for Environmental Monitoring & Analysis (http://cema.udel.edu/). 

The ideal candidate would have a major in any of mathematics, applied mathematics, statistics, computer science or engineering, environmental engineering, or any other field of engineering. For the MSDS program degree requirements, please visit: https://www.msds.udel.edu/curriculum. A strong candidate is either familiar with or interested in geospatial (remote sensing/GIS) applications in environmental sciences. Prior experience in Google Earth Engine (GEE) is a plus, but not mandatory. We are looking for a candidate who has (i) outstanding quantitative skills, (ii) an interest in interdisciplinary research, and (iii) good oral communication and writing skills. The ideal candidate also has attention to detail and willingness and ability to follow instructions carefully and work independently.

Specific RA responsibilities will include (but are not limited to): (1) processing and interpreting time-series of satellite images for Delaware, (2) collecting and analyzing field-level data, (3) assisting investigators with other research-related project activities, and (4) presenting findings at scientific meeting and submitting journal articles. While the RA will assist with the project objectives, he/she will be encouraged to develop his/her own thesis research questions to pursue within the context of the broader project.

Interested applicants should send a brief letter of interest, unofficial transcript, and a copy of their CV (including GPA and GRE scores) via email to Dr. Pinki Mondal (mondalp@udel.edu) by February 22 prior to formally applying to UD Graduate School. Women and underrepresented minorities are strongly encouraged to apply.

This guide walks viewers through how to access data through the NEON data portal and a few related resources for working with NEON data.  The NEON data portal remains in dynamic development. This photographic guide will be regularly updated. If the data portal you are viewing does not match this guide, please check for an updated version on the NEONScience.org website and let Megan know so she can update it here.

The guide is laid out to be followed sequentially from starting on the NEONScience.org website to downloading data to your computer. After this sequence additional slides are provided that details on other pages or topics of interest to data users.

This description is taken from: https://bio-link.org/blog/need-math 

Math--how to teach it, how to use it, who needs it, and how to keep it from being a barrier between students and jobs.  These are all topics of discussion at the Needed Math, a National Science Foundation Advanced Technological Education Funded Conference.  This conference, held from January 12-15, 2018 brought together employers in three STEM fields (biotechnology, manufacturing technology, and information and communication technology), post-secondary instructors of technical subjects related to those fields and mathematics educators.  Employers surveyed for the Manufacturing Institute's 2014 Skills Gap study report a "sizeable gap" between the talent they need and that available on the job market.  

The basic recommendation from the conference?   The mathematics standards, assessments, and curriculum need to be revisited and revised so as to place greater emphasis on the skills needed to solve the kinds of problems that arise in the real world.  This will also help to avoid the trap of "bad at math" when often the student is not bad at math, but just does not fit well into a curriculum that studies math without a clear application.  

The report is available and very interesting, with Needed Math examples that show quite clearly what employers are looking for. Take a look yourself!

Learning outcomes for the first year of biology compiled and consented to at the NWBC 2018 Winter Workshop.

The workshops will provide hands-on laboratory and computational experience in molecular biology and computational biology. Each workshop site will focus on waterways affected by contaminants (industrial or mining) and associated microbial communities. We have expanded the GSLI workshop by 2 days to add more data science methods. We recognize the cultural perspective of learning and incorporate this in our curriculum as genomics is a culturally sensitive area. We will give priority to freshmen or sophomore American Indian and Alaskan Native (AIAN), early exposure to the area of study and introduction to being in a research lab. We welcome applications from non-AIAN and upper-level students. The application deadline is February 8^th.

Learn more about the previous workshop: http://bit.ly/gsli2018-overview

Two Workshops Application Links to Register:

Fort Lewis College, Durango, CO : May 19 – 25, 2019 (http://bit.ly/GSLI-FLC)

CU Denver, Denver, CO : June 2 – 8, 2019 (http://bit.ly/GSLI-CUDenver)

Reference sheet from the workshop. Adapted from 2011 Vision and Change report by Stasinos Stavrianeas.

Scroll down to find links to webinars on Dynamic Governance, Curriculum Mapping, and more.

Powerpoint slides used during the SABER West 2019 "Scaffolding Core Competency Learning Outcomes across the Undergraduate Biology Curriculum" workshop.

QUBES site for the NWBC group. To learn more about NWBC.

The 2011 report. See pages 14-15 for core competencies.

Abstract: In this paper, we offer a brief review of six pedagogical and theoretical approaches used in education and science education that we grouped as inclusive pedagogies. Though not an exhaustive list, these pedagogies are more commonly used in educational research and have commonalities, yet are distinctive in some ways. They collectively contribute to making science teaching and learning more inclusive to a broader population of learners, such as students from diverse cultural, linguistic, and social backgrounds and students with physical and learning differences who have traditionally been marginalized in learning science. Furthermore, these inclusive pedagogies aim to decrease educational inequities and raise the level of academic rigor and access for all students. Finally, we discuss ways these inclusive pedagogies can be extended to address reform efforts in science education.

http://sites.nationalacademies.org/cs/groups/dbassesite/documents/webpage/dbasse_189501.pdf